Part A教学设计第二课时

Unit 2 What Would You Like? Part A 教材分析：

本单元的教学重点是就餐用语，其中难点是用餐时的基本会话。其主要的功能语句有：What would you like to eat? We’d like ... What kind of ...would you like ... or...? ..., please.要求学生能在日常生活中准确运用这些就餐时的基本用语。本单元的词汇多为过去学过的食物、饮品类单词，新加入了量词词组相搭配的短语。如：a bowl of noodles, a plate of beef, a glass of juice, a bottle of water, a cup of tea, a piece of bread要求学生在掌握如何表达这些食物、饮品的数量的同时，能把量词词组灵活运用于功能语言之中。教师应结合学生的生活经验，尽可能地创设生活化情景组织教学活动，并鼓励学生共同合作参与进行交际实践。从而，使学生比较顺利地掌握在外就餐时的用语。

教学目标：

【知识与能力目标】 1. 能听、说、读、写词汇：a bowl of noodles, a plate of beef, a glass of juice, a bottle of water, a cup of tea, a piece of bread。 2. 能灵活运用上述词汇。

【过程与方法目标】 Warming-up: Look and match, Let’s learn, Let’s play 【情感态度价值观目标】 一、挖掘话题的趣味性，激发学生学习英语的兴趣，培养其学习英语的积极态度，使学生乐于参与、勇于交际实践的精神。 二、引导学生注意合作学习，培养其合作意识。 三、培养学生热爱生活的情操，以及多使用礼貌用语、礼貌待人的好习惯。

教学重难点：

【教学重点】 a bowl of noodles, a plate of beef, a glass of juice, a bottle of water, a cup of tea, a piece ofbread。

【教学难点】 . —What would you like to eat? —We’d like ... —What kind of... would you like,... or ...? —... , please. 2. — Would you like something to drink? —May I have ...? —Sure. 课前准备

图片、PPT 教学过程

课程导入(Leading In) 课前问答 T: Morning, everyone! Ss: Morning, Mr. / Miss ...！

T: Do you often have breakfast? Ss: Yes. T: What did you have for breakfast this morning? S1: ... S2: ...

(2)新课导入 1. Part A Warming-up: Look and match 一段会话之后，教师顺势引入Warming-up的第一个活动。 T: Look at the pictures on P9. What are these? 先让学生说一说这件图片分別是什么，然后让他们自己读一读本部分的词汇，并将图文连线匹配。 2、猜一猜

教师向学生展示一副餐桌的PPT图画，先让学生判断出它是有张桌子(table)。接着让学生猜一猜桌面上都会摆放哪些吃的东西。采用头脑风暴的方式让学生说出曾经学过的有关食物、饮品、水果之类的词汇。随后，教师展示出餐桌上的食物、饮品的画面。然后，提出一个问题：What do you like on the table? 学个别回答后，教师再引导他们通过一个简单的歌谣的形式把各自喜欢的食物、饮品或水果代入进去，形成一个轻松的回顾与复习活动。如：

I like milk. I like juice. I like water. And I like tea. I like bananas. I like grapes. I like oranges. And I like apples. I like noodles. I like dumplings. I like hamburgers. And I like cookies. 3. 导入新课 重新回到PPT餐桌的画面，教师可以这样导人：Look at the table. How many apples can you see? (学生回答) And how many hamburgers? (学生回答) 接着问How many noodles? 这时候，学生就会产生疑问。此时，教师再加以解释：We cannot say one or two or three noodles. It’s hard to say the exact numbers of noodles, or water, or milk. So, how to express the numbers of these things? Let’s have a look at the following pictures. (1)新课展示Part A Let’s learn 1. 教授词组a bowl of noodles 在呈现画面的同时，向学生介绍： T: How many noodles are there on the table? Now look! This is a bowl. We can say “a bowl of noodles”. 板书并领读a bowl of，注意强凋ow字母组合的读音。

引导学生学习运用：a bowl of rice并加以拓展。 图示两碗……，让学生了解类似词汇的复数表达：two bowls of，如：two bowls of noodles, two bowls of rice, ... 2. 教授词组a plate of beef 首先教授单词beef和plate，然后同上教授词组a plate of beef，及其复数的表达 two / three /... plates of beef。 引导学生运用a plate of表示数量，如：a plate of meat / vegetables /... 3. 教授词组a glass of juice 在呈现画面的同时，向学生介绍： T: Look, this is juice, a glass of juice. 板书并领读a glass of之后引导学生学习运用： a glass of water / milk / ... 随后拓展学习其复数表达two / three /... glasses of ... 此处，教师要注意提醒学生关注glass的复数为glasses。

4. 教授词组a bottle of water, a cup of tea和a piece of bread 这几个短语在教授时均可参考以上教学方式：先介绍容器或餐具，再构成短语引导学生学习运用，教师要鼓励学生尽量多地把学过的东西与这些短语联系起来使用，如：a bottle of beer / water / juice /... 而a cup of则最常用于tea和coffee。在教授a piece of短语之后，一定要介绍一下a piece of paper, four pieces of paper。 (2)巩固活动 1. 教师播放录音，让学生听并跟读Let’s learn部分的词汇。

2. 教师出示Let’s learn部分的词汇图片，让学生看图片快速说出相应的词汇，并要求学生能拼读出相应词组中表示数量的中心词。 (1)新课展示Part A: Let’s talk 1. 出示本部分的教学挂图，让学生仔细观察并尝试回答以下问题： Where are they? Who are they? Why are they there? 学生通过之前的观察及教师的引导，大概了解到对话的场所、人物和事件后，可通过简单的师生对话对挂图做简单分析： T: Where are they? Ss: They are in a noodle house. T: Who are they? Ss: They are Su Nan and his mom. They are sitting at the table. 帮助学生说出另外两个服务员，对单词waitress稍作介绍： T: The other two girls arc waitresses. Waiters and waitresses serve people in the restaurant. Look, they are girls. They are waitresses. And boys are waiters. Why are Su Nan and his mom there? Ss: They are hungry. They want to have / eat something there. 2. 教师播放Let’s talk部分的录音，让学生结合挂图情景，边听录音边理解对话内容。教学过程设计可参考如下： T: What do Su Nan and his mom want? Ss: Noodles. T: How does the waitress ask? Now listen carefully. 教师播放对话的第一句，让学生听并重复。 Ss: What would you like to eat? 教师板书功能句：What would you like to eat? 领读几遍并鼓励学生尽量多地加以运用。

教师再次提问学生： T: what would they like to eat? 并播放对话的下一句。 Ss: Two bowls of noodles. T: What do they say? Ss: We’d like two bowls of noodles. 教师板书并领读功能句：We’d like... T: What kind of noodles would they like, beef noodles or tomato noodles? 教师板书并重复：What kind of ...? 教师可通过举例帮助学生理解： There are many fruits. What kind of fruits would you like, apples, grapes or bananas? What kind of drinks do you like best, water, coffee or juice? 教师再次提问学生： T: What kind of noodles would they like, beef noodles or tomato noodles? 教师播放对话的下一句。 Ss: A bowl of beef noodles and a bowl of tomato noodles. T: Right. How do they tell the waitress? Ss: A bowl of beef noodles and a bowl of tomato noodles, please. T: All right. To be polite, we often say “..., please.”

T: Do they want anything to drink?Let’s go on listening。

教师接着播放下面的对话。

T: How does the waitress ask? Ss: Would you like something to drink? 教师板书、领读功能句：Would you like something to eat / drink / read...? 并鼓励学生尽量多地运用。

T: Would they like something to drink? Ss: A glass of juice and a cup of tea. T: Anything else? (还有什么吗? ) Ss: No. T: To be polite, we should say, “No, thanks.’’ 3. 教师让学生打开课本，然后再次播放录音，让学生边看对话文本，边听对话录音。帮助学生理解功能句What kind of ... would you like, ... or ...?并把该句与Would you like something to...? 作对比讲解。 (2)巩固活动 1. 教师播放录音，要求学生一边看课本，一边模仿语音语调大声跟读对话。

2. 小组活动让学生在小组内进行角色朗读，并注意语音、语调和语气。

3. 小组展示教师给予指导和评价。